Observation
I observed a CP biology course today. The teacher was teaching the basic organic molecues (carbohydrates, lipids, nucleic acids, proteins). Prior to the start of the period, the teacher was staring up the computer, in preparation of her notes. The students covered proteins, lipids, and nucleic acids the last time they met. She asked the students some top line aspects of the proteins and nucleic acids. She then transitioned into carbohydrates. After providing the definition of carbohydrates, she gave examples of carbohydrates. The teacher the defined calorie and then taught the students how calories were related to carbohydrates, lipids, and proteins. At the end of the period, the teacher had the students evaluate a food label and cal;culate how many caolries are in a serving, based on the kind of food label they had received from the teacher.
Reflection
When I covered the topics listed above at URI, I was able to absorb this information fairly easily. An obstacle, I will probably face with teaching this information to high school students is how do I teach the building blocks of life (carbohydrates, lipids, nucleic acids, proteins) when these students have not had any chemistry background. What is too much information. What is too little information. How do I provide them the tools so that can understand these topics without being overwhelmed by the molecular science.
I observed a CP biology course today. The teacher was teaching the basic organic molecues (carbohydrates, lipids, nucleic acids, proteins). Prior to the start of the period, the teacher was staring up the computer, in preparation of her notes. The students covered proteins, lipids, and nucleic acids the last time they met. She asked the students some top line aspects of the proteins and nucleic acids. She then transitioned into carbohydrates. After providing the definition of carbohydrates, she gave examples of carbohydrates. The teacher the defined calorie and then taught the students how calories were related to carbohydrates, lipids, and proteins. At the end of the period, the teacher had the students evaluate a food label and cal;culate how many caolries are in a serving, based on the kind of food label they had received from the teacher.
Reflection
When I covered the topics listed above at URI, I was able to absorb this information fairly easily. An obstacle, I will probably face with teaching this information to high school students is how do I teach the building blocks of life (carbohydrates, lipids, nucleic acids, proteins) when these students have not had any chemistry background. What is too much information. What is too little information. How do I provide them the tools so that can understand these topics without being overwhelmed by the molecular science.